The results of this study can be helpful for institutional evaluators, since they reveal undesirable side effects that are usually overlooked. The study brings a new, deeper look at Forced Online Distance Education and the non-neutral role of digital technology in it.This present study aims to investigate factors that impact behavioural intention of university students on e-learning use during the COVID-19 pandemic. An online questionnaire was utilised to gather data from 109 students enrolled in one of the universities in Indonesia. The Technology Acceptance Model (TAM) was the primary framework employed for analysis, in which system quality and e-learning experience were included as external constructs to seek out a much better model to improve the understanding of students' intention to adopt e-learning. An extended TAM model was developed and tested in this study. https://www.selleckchem.com/products/mi-503.html The model consists of six constructs system quality, e-learning experience, perceived ease of use, perceived usefulness, attitude toward use, and behavioural intention. Structural Equation Modelling (SEM) and SMART PLS 3.0 software were applied for data analysis. The findings informed that the proposed model has been succefully explained factors university students use of e-learning during the pandemic in Indonesia. It suggested that attitude toward e-learning use was the most prominent construct to predict university students' behavioural intention to use e-learning during the pandemic. Finally, this study offers recommendations for future research and practices.Student engagement in online learning enhance students performance and the outcomes of the learning process in online learning environment. The existed literature revealed various factors influencing student engagement in online leaning, however these studies were before the COVID-19 crisis. The purpose of the current paper is to explore the factors that influence student engagement in online learning during the COVID-19 crisis in middle school settings in developing countries where is a lack of studies about the factors influencing student's engagement in emergency remote learning during the crisis. A qualitative approach was used for data collection and analysis. Semi-structured interviews with 34 participants (14 students, 13 teachers, and 7 parents) were conducted for 20-30 min. Furthermore, online class observations were used for data collection; 13 online classes were observed. Each class was 40 min. A thematic analysis was used to categorize the findings into themes and subthemes. The findings of the studies could utilize a mixed-method approach and include more participants.The online version contains supplementary material available at 10.1007/s10639-021-10566-4.
The online version contains supplementary material available at 10.1007/s10639-021-10566-4.Online learning systems in developing countries such as Jordan face many challenges. Universities worldwide have dealt with obstacles in terms of continuing face-to-face education. An online learning system is an indispensable solution for all universities. However, students have not been adequately prepared to use online learning systems. This study examines the factors that impact the use of online learning systems by accounting students in Jordanian public universities. A model combining the critical factors from social capital theory (SCT), the theory of reasoned action (TRA), and the technology acceptance model (TAM) is proposed. Data obtained from 274 students through previously tested and validated questionnaires are used to test students' actual use of the online learning system and to determine the factors that positively or negatively impact the use of this system. As hypothesized, the results show that social trust influences the perceived usefulness and perceived ease of use of online learning. In addition, the perceived usefulness of the online learning system is positively affected by its perceived ease of use and subjective norms. This study finds three significant predictors of attitudes toward use decisions subjective norms, perceived ease of use, and perceived usefulness. The results are valuable to accounting educators, accounting students, universities, and higher education institutions.The COVID-19 pandemic has struck education system around the globe. The pandemic initiated an immediate and complete lockdown of all the educational institutions, to keep social distancing. According to healthcare professionals, lockdown and social distancing could help to flatten the infection curve and reduce total fatalities from the COVID-19 pandemic. It has affected more than 90% of the world's learners, as the regular learning approaches are not appropriate in this out of the ordinary times and online learning seems to have become a critical salvation for learning, the educational institutions attempt to minimize the community spread of the disease. All the people participating in the education system accepted that teaching and learning methods need to be altered in the period of COVID-19 as the situation led to forced adaptation of e-learning methods. This paper investigates and evaluates the learners' perception in a higher education institution of India and compares the difference in the perception of the same students in Pre and Post COVID 19 period, using the Statistical Package for Social Sciences program (SPSS) version 23.0 and JASP 0.14.1 software applications for descriptive and analytical statistics i.e. medium, minimum, maximum, paired t-test and correlation. The result of this papers confirmed that there exists a statistically significant difference in the students' perception towards the Pre-Pandemic and Post-Pandemic learning methods, which indicates that students have a higher perception of the Pre-Pandemic learning blended learning, than that of the Post Pandemic learning web-assisted learning.This article presents the results of a survey on yet under-researched aspects of remote learning and learning difficulties in higher education during the initial stage (March - June 2020) of the COVID-19 pandemic. A total of 2182 students from University of Warsaw?in Poland completed a two-part questionnaire regarding academic achievements in the academic year 2019/2020, living conditions and stress related to learning and pandemic, as well as basic demographic information, and Dyslexia Diagnosis Questionnaire (DDQ). The analyses were carried out in three sub-groups of students who self-reported having a formal diagnosis of dyslexia (CDYS), self-reported reading difficulties, but had no formal diagnosis of dyslexia (SIDYS), and who reported no reading difficulties (CON). The results of the survey revealed that compared with the CON group, more students from CDYS and SIDYS groups did not pass at least one exam in the summer semester. CDYS and SIDYS groups experienced higher stress due to epidemiological restrictions, they had more difficulties than CON with the organisation of learning and obtaining credit during the COVID-19 pandemic.